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Descriptors:
Help Seeking; Prevention; Adolescents; Social Environment; Suicide; Coping; Racial Distribution; High School Students; Correlation; Disclosure; Predictor Variables; Student School Relationship; Student Attitudes; Intervention

Abstract:
Suicide is a leading cause of death among adolescents, many of whom fail to disclose suicide concerns to adults who might help. This study examined patterns and predictors of help-seeking behavior among adolescents who seriously considered suicide in the past year. 2,737 students (50.9% female, 46.9% male; racial distribution 79.5% Caucasian, 11.9% Hispanic/Latino, and 3.6% Black/African-American) from 12 high schools in rural/underserviced communities were surveyed to assess serious suicide ideation (SI) in the past year, disclosure of SI to adults and peers, attempts to get help, attitudes about help-seeking, perceptions of school engagement, and coping support. Help-seeking was defined as both disclosing SI to an adult and perceiving oneself as seeking help. The relationship between adolescents' help-seeking disclosure and (1) help-seeking attitudes and (2) perceptions of social resources was examined among suicidal help-seeking youth, suicidal non-help-seeking youth, and non-suicidal youth. Of the 381 (14%) students reporting SI, only 23% told an adult, 29% sought adult help, and 15% did both. Suicidal help-seekers were similar to non-suicidal peers on all measures of help-seeking attitudes and social environment perceptions. Positive attitudes about help-seeking from adults at school, perceptions that adults would respond to suicide concerns, willingness to overcome peer secrecy requests, and greater coping support and engagement with the school were associated with students' increased disclosure of SI and help-seeking. This study supports prevention strategies that change student norms, attitudes and social environments to promote help-seeking among adolescents with SI. Promising intervention targets include increasing students' perceptions of the availability and capability of adults to help them, and strengthening students' understanding of how existing resources can help them cope. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Students; High School Graduates; Enrollment Trends; Enrollment; Enrollment Rate; Minority Group Students; Racial Composition; Educational Assessment; Educational Indicators; Achievement Gap; Achievement Gains; Racial Distribution; Statistical Distributions; College Bound Students; Regional Planning

Abstract:
Nationwide, from 2005 to 2010, 1.6 minority (non-white) students enrolled in college for every additional white student who enrolled. In the SREB (Southern Regional Education Board) region that meant 700,312 more minority college students and 411,915 more white college students. Increases in minority student enrollment accounted for almost two-thirds of the total growth in college enrollment over the period. These enrollment gains are encouraging progress toward meeting all U.S. regions' college completion goals, which many experts believe are necessary to meet the demands of the work force and international competitiveness. In 2010, the proportion of working-age adults with associate's or higher degrees in the SREB region was 40 percent for white adults, 26 percent for black adults and 21 percent for Hispanic adults. The SREB and national goals call for 60 percent of working-age adults to have a degree or career certificate in the years ahead. In 2011, for the first time in the nation's history, more than half of all babies were born to minority group families. Already in 2009, minority students were more than 50 percent of public pre-K-12 enrollment in the SREB region (compared with 46 percent nationally and 58 percent in the West). White public high school graduates are projected to fall below 50 percent of the regional total in 2017. Clearly, maintaining the historical progress in college completion hinges on growing the college completion numbers of minority students. And, demographers and education leaders will have to find new ways to talk about these trends as minority students and graduates become the statistical majority. [This paper updates the following report: "Fact Book on Higher Education: U.S. Regions and 50 States in Perspective" (ED528731).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Teacher Education Programs; Student Teacher Attitudes; Beliefs; Attitude Measures; Behavior Problems; Teacher Effectiveness; Demography; Racial Distribution; Trend Analysis; Incidence; Individual Characteristics; Remedial Programs

Abstract:
Defining and assessing dispositions continues to be a conundrum for many teacher education programs, particularly when significant dispositional concerns arise that warrant intervention. This study focuses on the analysis of dispositions intervention data from one institution to identify the trends and patterns that could further inform the assessment process and program curricula. The results raise a number of questions about the representation of gender, ethnicity, and certification level in dispositions intervention plans, as well as the success rates of remediation. Additionally, results indicated that three of the 28 assessed dispositional characteristics were the target of a majority of the disposition intervention plans. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Children; Population Growth; Population Trends; Census Figures; Data Analysis; Statistical Data; Demography; Geographic Distribution; Population Distribution; Racial Distribution; Statistical Distributions; Hispanic Americans; State Surveys; National Surveys; Municipalities

Abstract:
This paper explores the nation's changing child population based on data from the 2010 census. While the number of U.S. children increased only slightly, the demographic shifts within the population were considerable. Some areas of the country (Nevada and Texas) and some demographic groups (including children of mixed race) grew significantly, while the number of children in other areas (Vermont and New York) and in other groups (such as non-Hispanic whites) declined. Appended are: (1) State Changes in Child Population 1990, 2000, and 2010; and (2) Distribution of Children (under age 18) by Race and Hispanic Origin: 2010. (Contains 16 tables, 3 figures, 1 chart and 30 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Undergraduate Students; Administrative Policy; Policy Analysis; Admission Criteria; Selective Admission; College Admission; Gender Discrimination; Legal Responsibility; Court Litigation; Affirmative Action; Educational Legislation; Civil Rights Legislation; Equal Education; Racial Distribution; Politics of Education

Abstract:
Women represent an increasingly large majority of undergraduate students, currently comprising 57% of total U.S. undergraduate enrollment. To address this gap between women and men undergraduates, some institutions have developed admissions policies to yield more men. This study examines the key issues the U.S. Supreme Court might use when considering the constitutionality of such policies and then examines the problematic nature of the Court's existing criteria for determining the legality of policies that use sex- and race-based classifications. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Participatory Research; Research Methodology; Infant Mortality; Infants; Perinatal Influences; Racial Distribution; Race; Intervention; Public Health; African Americans; Whites; Death; Premature Infants; Birth; Comparative Analysis; Racial Relations; Community Cooperation

Abstract:
Striking racial disparities in infant mortality exist in the United States, with rates of infant death among African Americans nearly twice the national average. Community-based participatory research approaches have been successful in fostering collaborative relationships between communities and researchers that are focused on developing effective and sustainable interventions and programs that target the needs of the community. The current article details the use of the Perinatal Period of Risk model as a method to engage communities by identifying factors influencing racial disparities in infant mortality and examining changes in those factors over a 10-year period. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Public Policy; Ethnic Diversity; Racial Differences; Access to Education; Institutional Characteristics; Regional Cooperation; Regional Schools; Enrollment Trends; Tables (Data); Racial Distribution; Statistical Distributions

Abstract:
Most higher education scholars associate access to higher education with the Associate Colleges sector. While Associate College (ACs), better known to the public as community colleges have a long standing and well documented relationship with access, regional universities are also agents of access. The Carnegie Foundation for the Advancement of Teaching terms these "regional" institutions as Master's Colleges and Universities (MCUs). From the data presented in this work, I argue that the ambitious goals of the American Graduation Initiative cannot be reached without the collaboration of these two institutional types. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public School Teachers; Salary Wage Differentials; Teacher Salaries; Student Characteristics; African American Students; Hispanic American Students; Racial Distribution; Racial Segregation

Abstract:
The present paper examines the relationship between public school teacher salaries and the racial concentration and segregation of students in the district. A particularly rich set of control variables is included to better measure the effect of racial characteristics. Additional analyses included Metropolitan Statistical Area fixed effects and longitudinal teacher salary data. The results are generally consistent with a positive compensating wage differential for working in districts with a higher percentage of Black and Latino students. The longitudinal results also suggest that more segregated districts may pay lower salaries. (Contains 6 tables and 16 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Measurement Techniques; Evaluation Methods; Social Isolation; Disproportionate Representation; Racial Composition; Racial Segregation; Racial Distribution; Databases; Data Interpretation; Elementary School Students; Public Schools; Predictor Variables; Evaluation Research; School Statistics

Abstract:
This article offers new directions in measuring racial isolation in schools. The most widely used measurement approach is to examine the mean on the distribution of school percentage non-White across non-White students (the isolation rate) or the percentage of non-White students in schools with large shares of non-Whites (e.g., 90% or more) at a single point in time. Using data on New York City public school students, I discuss the complexity that is revealed when school officials and researchers consider the following three dimensions of racial isolation: between classrooms, over time, and among non-White students. (Contains 6 tables, 2 figures, and 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary Secondary Education; School Statistics; Educational Indicators; Enrollment; Postsecondary Education; Enrollment Rate; Enrollment Trends; Educational Trends; Academic Persistence; Participation; Outcomes of Education; Academic Achievement; Educational Environment; Disadvantaged Schools; Poverty; Educational Attainment; Public Schools; Private Schools; Race; Ethnicity; Student Characteristics; Disabilities; Reading Achievement; Mathematics Achievement; Achievement Gap; Science Achievement; Income; Young Adults; Dropout Rate; Graduation Rate; Academic Degrees; Institutional Characteristics; School Safety; Crime; Teacher Characteristics; Principals; Administrator Characteristics; School Personnel; Teacher Student Ratio; Charter Schools; Educational Finance; Expenditures; Study Abroad; Undergraduate Study; Graduate Study; Professional Education; College Faculty; Teacher Salaries; Teacher Employment Benefits; Student Financial Aid; Student Employment; Racial Distribution; College Students; National Competency Tests

Abstract:
This publication contains a sample of the indicators in "The Condition of Education 2010." The indicators in this publication are numbered sequentially, rather than according to their numbers in the complete edition. Since 1870, the federal government has gathered data about students, teachers, schools, and education funding. As mandated by Congress, the U.S. Department of Education's National Center for Education Statistics (NCES) in the Institute of Education Sciences annually publishes a statistical report on the status and progress of education in the United States. "The Condition of Education" includes data and analysis on a wide variety of issues. These data are taken from government and private sources. The 2010 edition of "The Condition" contains indicators that are divided into five sections: (1) Participation in Education; (2) Learner Outcomes; (3) Student Effort and ACEducational Progress; (4) Contexts of Elementary and Secondary Education; and (5) Contexts of Postsecondary Education. The publication also contains additional tables and notes related to each indicator. (Contains 9 figures.) [For "The Condition of Education 2010. NCES 2010-028," see ED509940.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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